{"id":48,"date":"2018-08-03T09:13:59","date_gmt":"2018-08-03T09:13:59","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=48"},"modified":"2018-10-02T10:06:36","modified_gmt":"2018-10-02T10:06:36","slug":"rich-in-formal-feedback","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-formal-feedback\/","title":{"rendered":"Formal Feedback"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-915 alignleft\" src=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/09\/feedback.jpg\" alt=\"\" width=\"176\" height=\"230\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><em>Research indicates that feedback is mistakenly conceived of by students and teachers as comments on pieces of work, rather than a\u00a0<b>process<\/b>\u00a0<strong>of co-constructing standards<\/strong> within the discipline, department, faculty, profession or practice\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602938.2018.1463354\">(Carless and Boud, 2018)<\/a>. <\/em><\/p>\n<p><em>Part of the solution proposed by the\u00a0AfL\u00a0model is to increase meaningful feedback, which does not necessarily mean MORE of it. It can be more <strong>effective<\/strong> while also being<strong> efficient<\/strong>.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><em>This section provides a variety of feedback practices and techniques which teachers can use for summative and formative feedback on<\/em> <em>assessments.<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/audio-feedback\/\">Audio Feedback<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/codes-and-pro-formas\/\">Codes and pro-formas<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/giving-effective-written-feedback\/\">Giving effective written feedback<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/interactive-cover-sheets\/\">Interactive Cover Sheets<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/screencasting\/\">Screencasting<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>&nbsp; Research indicates that feedback is mistakenly conceived of by students and teachers as comments on pieces of work, rather than a\u00a0process\u00a0of co-constructing standards within <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-formal-feedback\/\" title=\"Formal Feedback\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-48","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=48"}],"version-history":[{"count":16,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/48\/revisions"}],"predecessor-version":[{"id":968,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/48\/revisions\/968"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}